KTSP DAN IMPLEMENTASINYA

KTSP DAN IMPLEMENTASINYA

By Marsigit

Reviewed by Khilmi Nur Ma’rifah

The teachers, as the spearhead of educational activities, need to understand in depth about the philosophy and concept of SBC, in the sense: what is the intrinsic meaning of the SBC, where the trend of SBC should be taken / developed, what are the components that must exist, and how to develop it.

In the era of regional autonomy in which the central powers reduced, while the regional authority is large and spacious. Of course, the era of regional autonomy also carries a wide impact, including of course to the field of education. In the curriculum the teacher is a curriculum developer who is in a decisive and strategic position.

Assuming that teacher most know about the developmental level of learners, individual differences (individual) students, absorptive capacity, the atmosphere in the learning activities, facilities and resources available, then in the curriculum the teacher has the authority to define and develop the curriculum into the syllabus. Curriculum development in this syllabus should be based on several things, among them: the content (content), the concepts, skills / skills, problems and interests of students.

SBC (Curriculum level education unit) is the operational curriculum developed and implemented by each educational unit. SBC as a manifestation of primary and secondary education curriculum developed in accordance with its relevance by any group or committee of the education unit and school under the coordination and supervision of the local education office of the Department of Religion District / City to basic education and secondary education to the province based on Content Standards Graduates and Competency Standards and curriculum guide developed by BSNP.
SBC developed based on the following principles:

1.      centered on the potential, progress, needs and interests of learners and their environment.

2.      diverse and integrated

3.      responsive to developments in science, technology and art

4.      relevant to the needs of life

5.      comprehensive and sustainable

6.      lifelong learning

7.      balance between national interests and regional interests